Shelley creatively framed her learning journey as a school report, taking us through each subject to illustrate her progress this ‘term’.
Shelley’s passion project focused on exploring behaviour management strategies to allow her to understand and support her children’s behavioural issues.
Her work-related project involved uncovering new insights into project management and change management, filling in knowledge gaps she hadn’t previously addressed.
IT: Exploring Systems
Shelley approached IT with the goal of better understanding the systems available to UK Coaching and identifying new ones that could be beneficial. She participated in an active trial for Microsoft Copilot with UK Coaching, taught herself how to use Microsoft Project, and researched various Programme and Project Management (PPM) software options, including Proggio, Smartsheets, Planisware, and Project Zoho.
Assessment: B
Physical Education: Exercising whilst Microlearning
People learn differently in the 2020s compared to the 1990s. Shelley decided to embrace the modern approach of microlearning, a method that breaks down information into small, digestible chunks.
Shelley used her exercise bike to engage in microlearning. She also did lots of Walk and Learns, participating in webinars as she walked.
Assessment: B-
Child Care: Be Calm, Be Curious. Not Furious!
Shelley explored behaviour management strategies to help her with her sons, who are struggling with emotional issues. She delved into online resources including webinars, podcasts, and TED Talks to gather insights and attended a conference. This approach helped her manage challenging behaviours more effectively.
Assessment: A+
Science: Sensory Learning
Shelley learned about sensory processing differences, attending a conference on autism to gather tips. For example, her sons now take lemon squash to school instead of water “to get a sensory hit” – a regulation strategy that helps them manage their behaviour. She says such small practical applications of her learning have, combined, been hugely beneficial.
Assessment: B
Business Studies: Time Management Techniques
Returning to work-related learning, Shelley – in her role as UK Coaching Programme and Project Manager – wanted to better understand business tactics. She explored time management techniques such as Timeboxing, the Pomodoro Technique, and the Pickle Jar Theory. These methods have greatly improved her personal organisation.
Assessment: B+
Maths: Project Management and Automation
The one subject I smashed at school. I love a good graph.”
Shelley learned about the relationships between different project management styles and read up on hybrid project management.
She has learned to apply better Excel equations to UK Coaching’s ‘scoring matrix’ to ensure it is automated and less of a manual process for her. The scoring matrix helps UK Coaching prioritise new projects in relation to existing work in progress (WIP). The graph shows effort of the work verses the benefit of doing it.
Assessment: B-
History: Certificate Chasing
Reflecting on her learning journey from 1990 to 2008, Shelley realised that her (flawed) approach “back in the day” was focused on certificate chasing. During her second year of university, she spent her Reading Weeks earning various certificates, such as Tri-Golf, volleyball for Key Stage 2 coaching, Netball Umpire C Award, and the NPLQ Lifeguarding Award. She believed that structured learning courses with a physical outcome were the way to go, to prove her achievements for her CV.
However, this approach nearly led to me failing some exams whilst at university.”
Assessment: C
Drama: Managing Behaviour
Shelley admitted she has faced some challenges related to her children’s behaviour. To manage this, she focused on controlling her feelings, so that she could play her part effectively and not add more drama to the situation. She attended conferences and webinars, learning strategies like the STAR acronym: Stop, Think, Act, Review.
Assessment: C
Reflecting on her Learning Lounge journey, Shelley says:
I’ve thoroughly enjoyed doing the Learning Lounge. It has afforded me the focus time to get back to a habit of learning. I’ve enjoyed the process and will take my new good habits forward.”